Challenges in Integrating Technology Into Education

Abstract

Despite significant amount of investment, there seems to be obstacles to technology integration in education. In order to shed light on the nature of perceived obstacles to technology integration, opinions of 117 professionals, who were selected by Turkish Ministry of National Education as experts in their respective fields, about the obstacles to integration of technology into education were investigated. After categorizing the perceived obstacles by factor analysis, associations of those categories with personal and professional differences were further investigated for better contextualizing the findings. Correlations were analyzed by Pearson's product moment coefficient and point-biserial coefficient. The results revealed that it's not the hardware itself that constitute obstacles to technology integration. Insufficiency of in-service and pre-service training, content support, and incentive system emerged as major perceived obstacles to technology integration. Inadequacy of physical and technological infrastructure was also found to be an important obstacle to successful integration. Novelty of the technologies compared to older ones were not found to be an obstacle to technology integration. Moreover, participants stressed the lack of education in teacher training institutions about current technologies that Ministry of National Education officially requires teachers to use as part of their jobs to be another important obstacle. There were no correlations between sex, age, level of education, job position, year of experience in other careers, and any of the categories of perceived obstacles. However, there was a strong negative correlation between year of experience in teaching and * Dr., Akdeniz Üniversitesi Eğitim Fakültesi,

Teachers’ Perceptıons of Their Technological Competence in Learning and Teaching Process

“…On the other hand, Okita and Jamalian (2011) stated that infrastructure, content, pre-service and in-service training, incentives, and harmony between technology and curriculum should be handled together for an effectively working system. Therefore, governments should make investments in educational technology to a successful conclusion (Atabek, 2019). In addition, slow internet connection is indicated as one of the major barriers faced by teachers (Carver, 2016;Göktaş, Gedik, & Baydas, 2013;Nikolopoulou & Gialamas, 2015;Salehi & Salehi, 2012).…”

“…They also know how to integrate technology into curricula (VanFossen, 2001).. In addition, content to use with technology is more important compared to technology itself (Atabek, 2019). Therefore, it is clear that in-service training should be included in the curriculum of teacher training institutions.…”

Exploiting Gamification and Interactive Activities to Achieve Better Students’ Engagement in ELT Classes

“…The next serious issue is when teachers want to create gamified as well as interactive tasks/activities using platforms such as Nearpod, Kahoot!, or H5P, they need more time, which will, in turn, affect the timely completion of their other academic duties. In his research article, Atabek (2019) lists many challenges which include inadequacy of physical and technological infrastructure, insufficiency of in-service and preservice training and content support.…”

Okul Öncesi̇ Müzi̇k Eği̇ti̇mi̇nde Teknoloji̇ Kullanimi: Antalya İli̇nde Ni̇tel Bi̇r Çalişma

“…Katılımcılar müzik eğitiminde teknoloji kullanmanın olumsuz yönleri de olduğunu belirtmişlerdir. Müzik etkinliklerinde teknoloji kullanmanın çocuğu etkileyen olumsuz yönlerini; çocuğun yaratıcılığının törpülenmesi, çocuğu enstrüman çalmak yerine hazıra yöneltmesi, çocuklar arasındaki bireysel farklılıklara (Atabek, 2019a) ve öğrenme hızına dikkat edilememesi olarak belirtmişlerdir. Teknolojinin aşırı kullanımının çocuğun müziğe olan bakış açısını yanlış etkileyebileceğini; çocukta müziğin sadece teknolojik materyallerden ibaret olduğu algısı oluşturabileceğini belirtmişlerdir.…”